Volume 78 Issue 1
 

Table of Contents 

Introduction: 

Teaching in the Contact Zone - Susan Verducci and Caitlin Murphy Brust

“What Would it Take You to See Me Unbroken”? Insights from María Lugones on Cultivating Loving Perception in Teaching - Cristina Cammarano

Seeing Us as Unbroken: Learning with Others to Gaze with Love - Cara Furman

Living with Existential Self-Doubt - Mordechai Gordon

Teachers’ Existential Self-Doubt as a Form of Epistemic Self-Doubt - Fran Fairbairn

Of Gifts, Reciprocity, and Community - Mary Jo Hinsdale

The Community of Deep Attention: A Response to “Of Gifts, Reciprocity and Community” - Erika Bullock

Classrooms as Places of Productive Friction - Lana Parker

Philosophy for Ethics and Politics in Today’s Schooling: A Response to Parker from a US Perspective - Lynda Stone

“What Is It That’s Going On Here?”: Frames for Teaching American Political Conflict in Divided Times - Maya Holden Cohen

Polarization and Education for Democratic Survival - David E. Meens

Education as Cultural Inheritance: Using Oakeshott and Dewey to Explore the Educational Implications of Recent Advances in Evolutionary Science - Aline Nardo

Evolution as an Extended Metaphor of Education - Vikramaditya (Vik) Joshi

If Music Be the Food of Education: Thinking Elementary Music Education with Michel Serres - Wiebe Koopal and Joris Vlieghe

Elemental Resonance, Noisy Humans, and Music Education - LeAnn M. Holland

Teacher Education in the Contact Zone: The Integrity of Recruiting Educators of Color Within the Context of the Bad Character of Schools - Doris A. Santoro

Integrity Despite Moral Nonrecognition: Why Black Teachers Are Called to Teach - Jessica Lee Stovall

Moral Precarity of Teaching in Neoliberal Times—and Why the Public Should Care With Teachers - Yibing Quek

Are Teachers Care Workers? - Barbara S. Stengel